Facilitating Conceptual Changes of High School Students regarding Concepts in Static Electricity and DC Circuits through the Use of VMSCDCCText

Andi Suhandi,Achmad Samsudin,Neni Hermita,Bayram Costu,Endi Suhendi,Endah Nur Syamsiah

doi:10.13189/ujer.2020.080312

Andi Suhandi, Achmad Samsudin + Show 4 more

Open Access

https://doi.org/10.13189/ujer.2020.080312

Copy DOI

Abstract

The purpose of this study was to find out the effectivity of using visual multimedia supported-conceptual development conceptual change text (VMS-CDCCText) in facilitating conceptual change of high school students related to the concepts in Static Electricity and DC Circuits subject matter. VMS-CDCCText consists of seven parts of the text. The method used in this study is a pre-experiment with one group pretest-posttest design. The number of research subjects was 80 students consisting of 46 female and 34 male students, at one high schools in West Java province Indonesia. Data about the state of students' conceptions were collected by conception test in the four tier test format. The results showed that the number of students who reached the type of construction and reconstruction on the two concept labels covered in the Static Electricity and two concept labels covered in the DC Circuits subject matter was above 70%. These results indicate that the use of VMS-CDCCText has a high effectiveness in facilitating the attainment of conceptual changes in construction and reconstruction types that lead to ownership of scientific conceptions.

Highlights

IntroductionSince it was first developed by Wang and Andre [1], many researchers have used conceptual change text (CCText) for the purpose of remediating misconceptions that occur in students related to physical concepts or other scientific concepts, such as; Sahin et al [2]; Suhandi et al [3]; Arslan & Demircioglu [4]; Ozkan & Selcuk [5]; Cil [6]; Ozkan & Selcuk [7]; Cetin et al [8]; Tekin et al [9]; and Erdmann [10]
These subjects was divided into two groups, 40 students took part in VMSCDCCText activities related to Static Electricity and 40 other students took part in VMSCDCCText activities related to DC Circuits subject matter
By using conception tests related to concepts in Static Electricity and DC Circuits subject matter using SEFTTest and DCCFTTest, it can be identified the state of conception of students for each concept label both before and after the VMS-CDCCText activity

Summary

Introduction

Since it was first developed by Wang and Andre [1], many researchers have used CCText for the purpose of remediating misconceptions that occur in students related to physical concepts or other scientific concepts, such as; Sahin et al [2]; Suhandi et al [3]; Arslan & Demircioglu [4]; Ozkan & Selcuk [5]; Cil [6]; Ozkan & Selcuk [7]; Cetin et al [8]; Tekin et al [9]; and Erdmann [10]. To enhance the role of the text in facilitating the achievement of scientific conceptions by high school students who have a variety of preconception conditions, CCText needs to be further developed into CDCCText which is abbreviation for Conceptual Development Conceptual Change Text. CDCCText supported by visual multimedia is called VMSCDCCText which is abbreviation for visual multimedia supported conceptual development conceptual change text. VMSCDCCText has seven parts of text, namely: part-1 of text, in the form of introductory text and the text of identification of students’ conceptions; part-2 of text, in the form of conceptual development text (CDText); part-3 of text, in the form of text of identification of students' conception; part-4 of text, in the form of a confrontation text of students' conceptions belief; part-5 of text, in the form of conceptual change text (CCText); part-6 of text, in the form of statement of accommodation of new conception; and part-7 of text, in the form of a text of identification of final students’ conception.

Objectives

Methods

Findings

Discussion

Conclusion